Content uploaded by Anh-Duc Hoang
Author content
All content in this area was uploaded by Anh-Duc Hoang on Apr 06, 2021
Content may be subject to copyright.
A preview of the PDF is not available
General Education in Vietnam: Challenges, Innovation, and Change
Abstract
Cuốn sách “Giáo dục Phổ thông Việt Nam: Chuyển biến và Sáng tạo” - một sản phẩm trí tuệ của Mạng lưới Giáo dục (EduNet) thuộc Tổ chức Khoa học và Chuyên gia Việt Nam toàn cầu (AVSE Global) - bao gồm các bài viết lí luận và báo cáo nghiên cứu thực nghiệm, truyền tải thông điệp mà chúng tôi dành cho những người làm trong lĩnh vực chính sách, đặc biệt gửi tặng các thầy cô, các bậc phụ huynh cũng như toàn thể xã hội để cùng nhau tạo ra những cộng hưởng thay đổi tích cực trong giáo dục. Thay đổi từ chính chúng ta - những người đi trước - sẽ truyền cảm hứng và khát vọng thay đổi tới các em học sinh yêu thương.
Quy tụ những chuyên gia, nhà khoa học tâm huyết ở cả trong và ngoài nước, EduNet tập trung nghiên cứu, đề xuất chính sách liên quan đến các vấn đề mang tính cốt lõi, những thách thức cũng như cơ hội của ngành giáo dục và toàn xã hội. Do đó, chúng tôi hy vọng cuốn sách này là cây cầu nối tri thức tiếp thêm động lực để các thầy cô liên tục sáng tạo trong những bài giảng cùng hoạt động giáo dục. Từ đó, thế hệ trẻ sẽ viết nên những giấc mơ của chính họ và tiếp nối sự nghiệp trồng người của dân tộc Việt Nam. Niềm vui chung của chúng ta là được nhìn thấy nhiều thế hệ người Việt trưởng thành với nền tảng giá trị cốt lõi, tri thức tiên phong, phong cách sống có trách nhiệm với xã hội và môi trường.
ResearchGate has not been able to resolve any citations for this publication.
This study examines the professional development needs of public and private secondary school principals in Delta State. Four research questions and four hypotheses guided the study. The design of the study is descriptive survey. A sample size of 525 is used for the study. It is selected through proportional random sampling technique from a population of 1,072 principals. A questionnaire titled: Staff Development Needs of Public and Private School Principals in Delta State (SDNPPSPDS) is used for data collection. The reliability coefficient of the instrument was done using Cronbach Alpha with an overall coefficient of 0.74. The data obtained is analysed with the mean and standard deviation for the research questions and independent sample t-test for the hypotheses at 0.05 level of significance. The results show that there is no significant difference between public and private secondary school principals on their communication skill needs; instructional supervisory skill needs; information and Communication Technology development skill needs and in their disciplinary skill needs. The study recommends that seminars, workshops and conferences be organized regularly as a way of training and retraining secondary school principals on professional skills which are needed to carry out their professional duties effectively, irrespective of their age, sex, academic qualifications and years of teaching experience.
In every educational system, teacher development has a vital role in its sector and the health of the social, cultural, and economic sectors. For this redeeming feature, all stakeholders such as education policymakers, school superintendents, and school faculties make a big room for teachers' improvement throughout continuous professional development (CPD) provisions. However, to embark on a new educational adventure is a challenging target to meet, especially when the teacher frames their teaching and learning concept years after years. We decided to survey Vietnamese teachers' habits and motivation to trace their origin back to teachers' partaking reason in these programs. This dataset acquisition occurred from 24 Sep 2019 to 26 Mar 2020 and approached public and private schools (using traditional, bi-lingual, or international curriculum). Overall, the dataset includes 464 observations (263 Vietnamese teachers and 202 expatriate teachers) from 48 K-12 schools across Vietnam. The researchers divided this dataset into three main sections, including (i) The demographic information; (ii) Teacher's CPD habits; and (iii) Teacher's perceptions concerning Project-based and Problem-based Learning (PBL).
This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.
The origin of transcendental thought is to be sought in medieval philosophy. This book provides for the first time a complete history of the doctrine of the transcendentals and shows its importance for the understanding of philosophy in the Middle Ages.
Background
Service learning in developing countries (SLID) can develop students' skills such as teamwork, cultural responsiveness, ethical practice, and professional skills. However most research has been done in a single country, does not include multiple professions, involves small sample sizes, and only includes service learning at a single time point.
Purpose
This research explores physiotherapy, occupational therapy and speech pathology student outcomes from interprofessional service learning in Vietnam and Timor Leste over three years.
Method
Post-placement questionnaires (n = 30) were analysed thematically.
Findings
‘Personal successes’, ‘seeing the world in new ways’, and ‘developing as health professionals’ were identified as student outcomes. These outcomes arose from new experiences and relationships.
Discussion and conclusions
Interprofessional education can occur in SLID placements. Transformative learning might occur for students on SLID placements and SLID placement outcomes align with requirements for graduating health professionals, supporting the legitimacy of SLID as a formal aspect of professional education programs.